Intentional forgetting of actions: Comparison of list-method and item-method directed forgetting

Sahakyan, Lili; Foster, Nathaniel L.

doi:10.1016/j.jml.2009.02.006

Cited by 72 publications

(83 citation statements)

References 101 publications

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“…As we were interested in the latter form of cognitive control, we used the list method in our study. The list method (e.g., MacLeod, 1998MacLeod, , 1999Zellner & Bäuml, 2006) assesses cognitive control either through intentional efforts to remember and forget (see also Bjork, Bjork, & Anderson, 1998) or through efforts to change one's mental context (Sahakyan, Delaney, & Goodmon, 2008;Sahakyan & Foster, 2009;Sahakyan & Kelley, 2002). More specifically, it requires an intentional effort to control what is forgotten and what is remembered: participants must voluntarily not recall TBF items and voluntarily recall the TBR items (Bjork et al, 1998;Power et al, 2000).…”

Section: Directed Forgettingmentioning

confidence: 99%

“…This inhibition, according to the directsuppression model, is an executive control process whereby target items inhibited directly (Levy & Anderson, 2002). However, recent research suggests that the impaired recall of TBF items may better be framed in terms of context change (Sahakyan & Foster, 2009;Sahakyan & Kelley, 2002;Sahakyan et al, 2008). That is, the participants make a mental context change between items instructed to be forgotten and those instructed to be remembered.…”

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confidence: 99%

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Alexithymia impairs the cognitive control of negative material while facilitating the recall of neutral material in both younger and older adults

Dressaire

Stone

Nielson

et al. 2014

Cognition and Emotion

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Section: Directed Forgettingmentioning

confidence: 99%

mentioning

confidence: 99%

Alexithymia impairs the cognitive control of negative material while facilitating the recall of neutral material in both younger and older adults

Dressaire

Stone

Nielson

et al. 2014

Cognition and Emotion

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“…Recent work on LMDF has shown that cuing participants to forget a previously studied item list leads to forgetting of all the items on this list, impairing recall of the single items about equally (Pastötter & Bäuml, 2010a;Pastötter et al, 2012;Sahakyan & Foster, 2009). While such general forgetting of all the precue information appears adaptive if all the precue information has been designated as unimportant, such forgetting would be less advantageous if, before the forget cue was provided, both relevant and irrelevant information had been encoded and participants, in response to the forget cue, forgot all of the (relevant and irrelevant) precue information.…”

Section: Is Lmdf Selective?mentioning

confidence: 99%

List-method directed forgetting can be selective: Evidence from the 3-list and the 2-list tasks

2012

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When people are cued to forget previously studied irrelevant information and study new information instead, such cuing typically leads to forgetting of the precue information. But what do people forget if, before the forget cue is provided, both irrelevant and relevant information have been encoded? Using relatively short item lists, we examined in a series of three experiments whether participants are able to selectively forget the irrelevant precue information, when relevant and irrelevant precue items were presented subsequently in two separate lists (3-list task) and when the two types of items were presented alternatingly within a single list (2-list task). Selective forgetting of the irrelevant precue items arose in the 3-list task, independent of modality of item presentation and level of discriminability of the precue lists, and it arose in the 2-list task. The findings suggest that, at least with relatively short precue lists, participants may well be able to selectively forget irrelevant precue information when cued to do so. Implications of the results for theoretical accounts of list-method directed forgetting are discussed.

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“…The reset-of-encoding hypothesis arose from analyses of items' serial position curves, showing that the forget cue impairs recall of all list 1 items but improves recall of early list 2 items only Sahakyan & Foster, 2009). Pastötter and Bäuml (2010) examined directed forgetting of word lists with varying number of list 2 items.…”

Section: Serial Position Curves and The Possible Role Of List Output mentioning

confidence: 99%

“…A possible reason for why a general enhancement effect arising from reduced interference for all list 2 items may have been missed in the prior serial position work is that, at test, participants in these studies started their recall with list 1 items and recalled list 2 items last (e.g., Sahakyan & Foster, 2009). Indeed, recalling list 1 items first may have reinstated the list's interference potential in the forget condition and, thus, may have reduced subsequent list 2 enhancement.…”

Section: Serial Position Curves and The Possible Role Of List Output mentioning

confidence: 99%

List-method directed forgetting: The forget cue improves both encoding and retrieval of postcue information

2012

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In list-method directed forgetting, people are cued to forget a previously studied item list and to learn a new list instead. Such cuing typically leads to forgetting of the first list and to memory enhancement of the second, referred to as list 1 forgetting and list 2 enhancement. In the present study, two experiments are reported that examined influences of items' serial learning position in a list and the two lists' output order on list-method directed forgetting. The results show that list output order influences list 2 enhancement but not list 1 forgetting. The enhancement was higher when list 2 was recalled first than when list 1 was recalled first and, in both cases, was higher for early list 2 items than for middle and late list 2 items. In contrast, the forgetting was equally present for all list 1 items and did not depend on the two lists' output order. The findings suggest that two separate factors can contribute to list 2 enhancement: one (encoding) factor that is restricted to early list 2 items and does not depend on list output order, and another (retrieval) factor that pertains to all list 2 items and varies with the two lists' output order. A new two-mechanism account of directed forgetting is suggested that reconciles previous (encoding or retrieval) views on list 2 enhancement.

show abstract

Intentional forgetting of actions: Comparison of list-method and item-method directed forgetting

Cited by 72 publications

References 101 publications

Alexithymia impairs the cognitive control of negative material while facilitating the recall of neutral material in both younger and older adults

Alexithymia impairs the cognitive control of negative material while facilitating the recall of neutral material in both younger and older adults

List-method directed forgetting can be selective: Evidence from the 3-list and the 2-list tasks

List-method directed forgetting: The forget cue improves both encoding and retrieval of postcue information

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